ELA+2+Lesson+30


 * Topic: Historical figures **

RL.2 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 7.Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RI.2 6.Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 7.Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 2.Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3.Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 4.Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 8.Describe how reasons support specific points the author makes in a text. 9. Compare and contrast the most important points presented by two texts on the same topic RF.2 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. c. Decode regularly spelled two-syllable words with long vowels. f. Recognize and read grade-appropriate irregularly spelled words. W.2 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 5.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
 * Common Core standards: **

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Compare and contrast
 * Preposition
 * Response to literature
 * Dictionary


 * Suggested additional readings: **

Journeys lesson activities_Grade_2.htm
 * Resource links: **

Student learning outcome: Identify similarities and differences using key words. Duration: approximately 50 minutes Necessary materials//:// //Provided//:
 * Activities: **
 * “My Brother and I” passage
 * Example T-Chart
 * “Moving to a New Town” independent practice passage
 * Independent practice worksheet

//Not Provided//:
 * Markers
 * Chart paper
 * Lesson Plan

Teacher will explain the meaning of compare (identify similarities) and contrast (identify differences). Teacher will read aloud the passage, “My Brother and I,” from a chart ("My Brother and I" is provided in Books and Passages). Teacher will circle one example of a key word which tells the reader that the author is comparing (like, alike, same, etc.) Teacher will explain how this key word gave me a clue as to what is the same about Jared and his brother. Teacher will write the “compare” key word and the similarity on a T-chart (see Direct Teaching and Guided Practice Example Chart in Teacher Student Materials below). Teacher will identify one “contrast” key word (different, but, on the other hand). Teacher will explain how this contrast “key word” gave a clue as to what is different between Jared and his brother. Teacher will add this “contrast” key word and the differences to the T-chart. Ask: "How did I find similarities and differences between the two characters in the story?" Students should respond that you read the text and paid attention to words that gave the reader a clue that two things were similar (compare key words) or gave the reader a clue that two things were different (contrast key words). Teacher and students will continue identifying “compare” and “contrast” key words from the passage. We will add the key words and the similarities and differences to the T-chart. (See Direct Teaching and Guided Practice Example Chart below.)
 * ===DIRECT TEACHING===
 * TIP:** Try brainstorming a list of clue words with students before the Direct Teaching. Students would most likely be able to identify: same, different, and alike.
 * ===THINK CHECK===
 * TIP:** For students that need additional scaffolding, consider starting with sample sentences before moving onto paragraph reading.
 * ===GUIDED PRACTICE===
 * []

Students will read the passage “Moving to a New Town,” and circle the “compare” and “contrast” key words. They will identify similarities and difference in a T-chart. (Student Independent Practice is provided below.) Note: teacher will need to save the "Moving to a New Town" passage for use with Lesson 2.
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===

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